Teaching, Learning and Assessment in Education and Training : Report

TEACHING, LEARNING AND
ASSESSMENT IN EDUCATION AND
TRAINING

Table of Contents
TASK 1............................................................................................................................................1
1.1, 1.2, 1.3 Covered in PPT...................................................................................................1
TASK 2............................................................................................................................................7
1.4 Point of referral to meet learners needs............................................................................7
2.1 Importance of identify and meeting individual learning needs........................................7
2.2 Role and use of initial and diagnostic assessment in individual learning goals with learners
................................................................................................................................................8
2.3 Methods of initial and diagnostic assessment..................................................................9
2.4 Record learner's individual learning goal.........................................................................9
TASK 3..........................................................................................................................................10
3.1 Scheme of teaching practice...........................................................................................10
TASK 4..........................................................................................................................................11
3.2 Teaching and learning plan............................................................................................11
3.4 Ways through which teaching and learning plan can be developed...............................12
3.5 Opportunities for address aspects of the minimum core................................................13
4.1 Significance of promoting appropriate behaviour..........................................................14
4.2 Ways to promote equality...............................................................................................15
4.3 Establishing and sustaining safe, inclusive learning environment.................................15
5.3 Effectiveness of resources..............................................................................................15
5.4 Inclusive teaching and learning approaches...................................................................15
5.5 Ways to promote equality...............................................................................................16
5.6 Adaption of teaching and learning approaches..............................................................16
5.7 Communication with learners and professionals............................................................16
6.3 Types of assessment and purpose...................................................................................17
6.4 Use of questioning and feedback in assessment process................................................18
6.5 Recording of outcome of assessment ............................................................................19
6.6 Communicate assessment information...........................................................................19
7.1 Ways to demonstrate minimum core element in planning.............................................19
7.2 Application of minimum core elements.........................................................................19

TASK 5..........................................................................................................................................20
3.3 Meeting own needs through own planning....................................................................20
TASK 6..........................................................................................................................................20
6.1 Purpose and types of assessment....................................................................................20
6.2 Effectiveness of assessment methods.............................................................................20
TASK 7..........................................................................................................................................20
5.2 different theories of communications and the impact on learning.................................20
TASK 8..........................................................................................................................................21
5.1 Analysis effectiveness of teaching and learning approaches........................................21
8.1 Review own practices to plan, deliver and assessment..................................................22
8.2 Identification of areas for improving own practices.......................................................24
CONCLUSION..............................................................................................................................24
REFERENCE.................................................................................................................................25

TASK 1
1.1, 1.2, 1.3 Covered in PPT
Notes :
 The ultimate goal or aim of teacher is to enable their learner to understand how to take
responsibility for their own development.
 The teacher should be organised with a clear communication skill.
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Notes :
 Promoting safe and healthy environment for the learner to learn quickly.
 The main responsibilities of a teacher to ensure his own professional in order to improve
the experience and achievement of the learner.
Notes: National Education League : The mass education was vital to the nation's ability to
maintain its lead in manufacture carried considerable weight in Parliament. A Bill which
met many, but not all, of the League's wishes was drafted and introduced.
 1870 Education Act : The Act allowed voluntary schools to carry on unchanged, but
established a system of 'school boards' to build and manage schools in areas where they
were needed. The boards were locally elected bodies which drew their funding from the
local rates. Unlike the voluntary schools, religious teaching in the board schools was to
be 'non-denominational.
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Notes :
 Teachers in their profession are required to maintain appropriate standards and fulfil their
responsibilities, not just to learners, but also to institutions, colleagues and other
professional roles.
 In order to do that a teacher should set professional and personal boundaries, which will
also set their limits and will identify what their professional role involves.
 The teacher should be organised with a clear communication skill.
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Notes :
 The boundaries can have negative effect on us as teachers as well as other professionals
with the organisation.
 A teacher should develop awareness, understanding and professional respect of all the
roles which support them in their effectiveness.
 The major responsibility is maintained the accurate records of all learner information,
organisational processes and procedure and professional conduct, ethics, confidentiality,
respect.
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